Relevance of Industrial Work Experience to Secretarial Students
Chapter One
PURPOSE OF STUDY
The need of this study was carried out and conducted in the Department of Secretarial Studies. Institute of Management and Technology in 2004/2005 is to determine that it is of relevance to students to participate fully during their industrial work experience scheme. The researcher also wants to have an empirical base not to support all the sources about the poor impression students have on the industrial work experience scheme. Students must learn to think about themselves not as just a students, but as a product of oneself and doing the things which will make people to want deal with them. Do students of secretarial studies really know their works, and are they wooing secretarial studies as mere woo girks they fancy or love
If my findings are not valid, I would say there are no bases for the SIWES, but that it arise because students ought to do well in their discipline.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Nature and Scope of Students Industrial Work Experience Scheme (SIWES)
No society can achieve meaningful progress without encouraging its youth to acquire necessary practical skills. Such skills enable them to harness available resources to meet the needs of society. Practical knowledge relates to doing. According to Ochiagha (2005) practical knowledge is learning without which mastery of an area of knowledge may be too difficult to achieve. Practical knowledge involves developing skills through the use of tools or equipment to perform tasks that are related to a field of study.
SIWES is a skill development program designed to prepare students of universities, polytechnics/monotechnics, and colleges of education for transition from the college environment to work (Akerejola 2008). The Student Industrial Work-Experience Scheme (SIWES) is a planned and supervised training intervention based on stated and specific learning and career objectives, and geared towards developing the occupational competencies of the participants. It is a programme required to be undertaken by all students of tertiary institutions in Nigeria pursuing courses in “specialized engineering, technical, business, applied sciences and applied arts” (ITF, 2004). Oyedele (1990) states that work experience is an educational program in which students participate in work activities while attending school. This work experience program gives students the opportunity to be part of an actual work situation outside the classroom. SIWES is a cooperative industrial internship program that involves institutions of higher learning, industries, the federal government of Nigeria, Industrial Training Fund (ITF), Nigerian Universities Commission (NUC) and NBTE/NCCE in Nigeria. Students that participate in this work experience program include those studying vocational, engineering, science and technological courses in institutions of higher learning. SIWES forms part of the approved minimum academic standards in these institutions. SIWES is a core academic requirement carrying four credit units. This requirement must be met by all students in business education department before graduation. It is also compulsory at National Diploma (ND) level and is scheduled in the NBTE curriculum. The training program is undertaken in the third year of a four-year degree program.
Eze (2008) points out that government has recognized the importance of SIWES through the establishment of the Industrial Training Fund (ITF). The ITF was established in 1971 and was charged with human resources development and training. Following the establishment of ITF, SIWES commenced in 1974 with the aim of making education more relevant and to bridge the yawning gap between the theory and practice of vocational, engineering, science and technology disciplines in tertiary institutions in Nigeria.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine relevance of industrial work experience to secretarial students. The institution of management and technology (IMT) Enugu form the population of the study
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain relevance of industrial work experience to secretarial students. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing relevance of industrial work experience to secretarial students
Summary
This study was on relevance of industrial work experience to secretarial students. Three objectives were raised which included: The need of this study which was carried out and conducted in the department of secretarial studies. Institute of management and technology in 2004/2005 is to determine that it is of relevance to students to participate fully during their industrial work experience scheme. The researcher also wants to have an empirical base not to support all the sources about the poor impression students have on the industrial work experience scheme. Students must learn to think about themselves not as just a student, but as a product of oneself and doing the things which will make people to want deal with them. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from institution of management and technology (IMT) Enugu. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the relevance of industrial work experience to secretarial students is undeniable, as it provides valuable opportunities for experiential learning, skill development, and professional growth. Through internships or placements, students engage in hands-on tasks, interact with industry professionals, and apply theoretical knowledge in real-world office environments. Theoretical frameworks such as Kolb’s Experiential Learning Theory (ELT) offer insights into the learning process, highlighting the importance of concrete experiences, reflective observation, abstract conceptualization, and active experimentation in student development.
Industrial work experience equips secretarial students with practical skills, enhances their understanding of office procedures, and fosters professional identity and confidence. Moreover, it facilitates the integration of classroom learning with practical tasks, promoting lifelong learning and adaptability in the dynamic field of secretarial work.
Recommendation
Based on the findings of this study, several recommendations can be made to optimize the relevance and effectiveness of industrial work experience for secretarial students:
- Enhance collaboration between educational institutions and industry partners to ensure that industrial placements align with current industry trends and practices.
- Provide structured support and mentorship programs to facilitate students’ transition into the workplace and promote reflective learning.
- Integrate reflection activities and assessments into industrial placement programs to encourage students to critically evaluate their experiences and identify areas for improvement.
- Offer opportunities for active experimentation and innovation during industrial placements, allowing students to explore different approaches to tasks and problem-solving techniques.
- Continuously evaluate and revise industrial work experience programs based on feedback from students, educators, and industry stakeholders to ensure their relevance and effectiveness.
References
- Adebayo, J. J. (2005).Strategies for Improving School-Industry Relations of Effective Work Preparation of Auto-Mechanics Technology Students in the Technical Institutions in Lagos State.Unpubslihed M. ED Thesis, Department of Vocational Teacher Education, University of Nigeria, Nsukka.
- Adeyemi, A. B. (2002).Appraisal of students’ industrial work experience (SIWES) in enhancing employability of business education students. Being a paper presented at the annual national conference of Nigerian Association of Business Educators held at Federal Polytechnic, Ede, Osun state.
- Akerejola O. (2008) Information and Guidelines for Students Industrial Work Experience Scheme Http://www.itfnigeria.org|docs|siwes-op-guide.pdf.
- Atsumbe, B. N. (2006). School-Industry Partnership: A Veritable Tool for Quality Technology Education Programme. Journal of Research in Curriculum and Teaching I(1) Pp: 39-47. Enemali, J. D. (2010). Education and Training for Industrialization; Ibadan: Stirling-Horden Publishers Ltd.
- Ayeduso, (2015).Relationship between business students industrial work experience and classwork performance in College of Education in Nigeria.Federal College of Education Kontagora.
- Bound, D. and Garrick, J. (2009), Understanding learning at Work. New York: Routledge.
